健康管理课程标准
Health Management curriculum standards
I. Basic information of the course
course title | Health Management | Course code |
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the type of course | Required courses | Nature of the course | Professional basic courses |
total class hours | 56 | credit | 4 |
Target audience | A sophomore in a higher vocational college | Applicable majors | Smart Health and Elderly Care Service and Management major |
Preparatory courses | Practical basic care for the elderly and practical ability assessment for the elderly | ||
Follow-up courses | Job internship | ||
II. Course nature and orientation
This core course in the Smart Health and Elderly Care Services Management program serves as a professional requirement. Designed for students who have completed foundational courses like Geriatric Basic Care Practice and Elderly Competency Assessment, it integrates theoretical knowledge with practical skills through a "theory-practice integration" approach. Aligned with the program's talent development objectives, this course prepares students for health management specialist roles by cultivating competencies in health consultation, guidance, and comprehensive elderly capability assessment, thereby laying a solid foundation for subsequent clinical internships.
III. curriculum design ideas
The design concept of this course is: employment-oriented, based on the working process of elderly health management, with the goal of skill cultivation, integrating the vocational skill level standards of elderly care, and deepening the cooperation between schools and enterprises in the development of the course.
1. Take employment as the orientation and deepen school-enterprise cooperation
This course takes into full consideration the employment needs of students, deeply cooperates with enterprises, designs learning situations according to the characteristics of the elderly health management industry, and makes full use of virtual simulation technology and equipment to implement the teaching mode of "classroom + home".
2. Student-centered, task-driven
Centered on the training objective, with students as the main body and ability as the center, combined with practical work scenarios to form work tasks as the driving force, and integrated with 1+X vocational skill level certificate standards and job responsibilities, we focus on cultivating students' vocational skills.
IV. Course Objectives
(1) Overall objectives
This course delivers comprehensive knowledge and diverse teaching methods to equip students with expertise in geriatric health management. Students will master the application of health management techniques to collect data, conduct real-time health monitoring, design tailored care plans, implement interventions, evaluate outcomes, and adjust strategies as needed. Graduates will be prepared for practical tasks in elderly health management across various professional settings.
(2) Specific objectives
1. Knowledge Objectives
(1) Master health monitoring technology, data collection, analysis and collation, and knowledge of health status evaluation.
(2) Master the knowledge of health program design, implementation and follow-up evaluation of intervention effects.
(3) Familiar with the principles, methods and procedures of health management for the elderly.
(4) Understand the application of information technology in health management.
2. Ability objectives
(1) Able to independently complete the collection and management of personal or group health information;
(2) The ability to independently assess the health status of individuals or groups;
(3) Can provide health consultation and guidance to the demanders;
(4) Able to design and implement health programs for the elderly;
(5) Can track and evaluate the effect of health program intervention on the elderly;
(6) Be able to provide the elderly with guidance on chronic disease prevention, treatment of common diseases and rehabilitation health care;
(7) Be able to establish health records for the elderly;
(8) Can guide the elderly to use rehabilitation aids.
V. Course content and teaching requirements
project name | Learning context | Knowledge and skills content and requirements | Teaching implementation | Reference hours |
Item 1: Medical checkup | Task 1: Understanding of health examination items | Know the types and purposes of health check-up programs; Be able to choose appropriate physical examination items according to the actual needs of the elderly. | The teaching methods such as project teaching method, task-driven method, lecture method and scenario simulation are adopted, combined with online students' independent learning, to form a blended teaching method | 1 |
Task 2: Physical measurements | Know how to measure waist circumference, weight and blood pressure; Can accurately measure waist circumference, weight, blood pressure. | 2 | ||
Project 2: Diabetes health management | Task 1: Basic knowledge of diabetes | Know the basics of diabetes; Can correctly understand diabetes. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: Collect health information of diabetes | Know the types and methods of diabetes health information collection; It can collect health information of diabetes quickly and effectively. | 2 | ||
Task 3: Diabetes health assessment | Know the items and methods of diabetes health assessment; Can accurately assess the condition of diabetes. | 1 | ||
Task 4: Diabetes health intervention | Know the methods and procedures of diabetes intervention; It can carry out life intervention, exercise intervention, diet intervention and psychological intervention for diabetic patients. | 3 | ||
Task 5: Diabetes follow-up management | Know the process and content of diabetes follow-up; Be able to follow up diabetic patients on time and adjust the plan in time | 1 | ||
Item 3: Health management of hypertension | Task 1: Basic knowledge of hypertension | Know the basic knowledge of hypertension; Can correctly understand hypertension. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: Health information collection for hypertension | Know the types and methods of hypertension health information collection; It can collect health information of hypertension quickly and effectively. | 2 | ||
Task 3: Hypertension health assessment | Know the items and methods of hypertension health assessment; Can accurately assess the condition of hypertension. | 1 | ||
Task 4: Hypertension health intervention | Know the methods and procedures of hypertension intervention; It can carry out life intervention, exercise intervention, dietary intervention and psychological intervention for patients with hypertension. | 3 | ||
Item IV: Health management of chronic obstructive pulmonary disease | Task 1: Basic knowledge of COPD | Know the basic knowledge of COPD; Can correctly understand COPD. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: COPD health information collection | Know the types and methods of COPD health information collection; It can collect COPD health information quickly and effectively. | 2 | ||
Task 3: COPD health assessment | Know the items and methods of COPD health assessment; Can accurately assess COPD. | 1 | ||
Task 4: COPD health intervention | Know the methods and procedures of COPD intervention; It can provide life intervention, exercise intervention, dietary intervention and psychological intervention for COPD patients. | 3 | ||
Item 5: Health management of coronary heart disease | Task 1: Basic knowledge of coronary heart disease | Know the basic knowledge of coronary heart disease; Can correctly understand coronary heart disease. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: Coronary heart disease health information collection | Know the types and methods of coronary heart disease health information collection; It can collect health information of coronary heart disease quickly and effectively. | 2 | ||
Task 3: Coronary heart disease health assessment | Know the items and methods of coronary heart disease health assessment; Can accurately assess the condition of coronary heart disease. | 1 | ||
Task 4: Health intervention for coronary heart disease | Know the methods and procedures of coronary heart disease intervention; It can carry out life intervention, exercise intervention, dietary intervention and psychological intervention for patients with coronary heart disease. | 2 | ||
Item 6: Health management of stroke | Task 1: Basic knowledge of stroke | Know the basic knowledge of stroke; Can correctly understand stroke. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: Stroke health information collection | Know the types and methods of health information collection for stroke; It can collect health information of stroke quickly and effectively. | 2 | ||
Task 3: Stroke health assessment | Know the items and methods of stroke health assessment; Can accurately assess the condition of stroke. | 1 | ||
Task 4: Stroke health intervention | Know the methods and procedures of stroke intervention; It can carry out life intervention, exercise intervention, diet intervention and psychological intervention for stroke patients. | 3 | ||
Item 7: Gout health management | Task 1: Basic knowledge of gout | Know the basics of gout; Can correctly understand gout. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: Gout health information collection | Know the types and methods of gout health information collection; Can quickly and effectively collect health information about gout. | 2 | ||
Task 3: Gout health assessment | Know the items and methods of gout health assessment; Can accurately assess the condition of gout. | 1 | ||
Task 4: Gout health intervention | Know the methods and procedures for gout intervention; It can provide gout patients with life intervention, exercise intervention, diet intervention and psychological intervention. | 2 | ||
Item 8: Osteoporosis health management | Task 1: Basic knowledge of osteoporosis | Know the basics of osteoporosis; Can correctly understand osteoporosis. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 1 |
Task 2: Osteoporosis health information collection | Know the types and methods of health information collection for osteoporosis; It can collect health information of osteoporosis quickly and effectively. | 2 | ||
Task 3: Osteoporosis health assessment | Know the items and methods of osteoporosis health assessment; Can accurately assess the condition of osteoporosis. | 1 | ||
Task 4: Osteoporosis health intervention | Know the methods and procedures of osteoporosis intervention; It can provide life intervention, exercise intervention, dietary intervention and psychological intervention for osteoporosis patients. | 3 | ||
Item 9: Health management of psychological problems in the elderly | Task 1: Health management of depression in the elderly | Know the basics of depression in old age; It can provide health management for elderly depression patients. | The teaching methods such as project teaching method, task-driven method and scenario simulation are adopted, combined with online students' independent learning, to form a blended online and offline teaching | 3 |
Task 2: Health management of anxiety in the elderly | Know the basics of geriatric anxiety; It can provide health management for elderly anxiety patients. | 2 | ||
Task 3: Health management of elderly retirement syndrome | Know the basic knowledge of geriatric retirement syndrome; It can provide health management for elderly patients with retirement syndrome. | 2 |
VI. Teaching evaluation and assessment
(1) Assessment and evaluation methods
In the assessment and evaluation system of "Practical Geriatric Health Management" course, whole-process and diversified assessment is realized.
The overall score of the course = 10% of the learning attitude and assessment + 30% of the process assessment + 60% of the comprehensive assessment at the end of the course.
1. Assessment of students 'learning attitude at ordinary times, including students' attendance, classroom discipline and learning attitude, answering questions in class, and homework completion.
2. Process assessment. It mainly evaluates students' learning ability, professional skills, working ability and team spirit in completing each work task.
(2) Assessment and evaluation criteria
Assessment items | content | partition | weight | score |
Item I | Medical checkup | 100 points | 0.10 | 10 |
Item II | Diabetes health management | 100 points | 0.15 | 15 |
Item III | Health management of hypertension | 100 points | 0.10 | 10 |
Item IV | Health management of COPD | 100 points | 0.10 | 10 |
Item V | Health management of coronary heart disease | 100 points | 0.10 | 10 |
Item VI | Health management of stroke | 100 points | 0.10 | 10 |
Item VII | Gout health management | 100 points | 0.10 | 10 |
Item VIII | Osteoporosis health management | 100 points | 0.10 | 10 |
Item IX | Health management of psychological problems in the elderly | 100 points | 0.15 | 15 |
total points | 100 points | |||
VII. Requirements and guarantees for curriculum implementation
(1) Experimental and training conditions
The campus is equipped with fully functional standardized multimedia classrooms featuring computers, projectors, electronic displays, routers, and stable network connectivity. The comprehensive broadband internet coverage across the teaching area fully satisfies the digital learning requirements for theoretical instruction. The well-designed training base includes computer labs, simulation training rooms, and scenario-based workstations. These facilities are supported by servers, workstations, simulation equipment, and full-featured adult simulation models, ensuring seamless implementation of project-based educational tasks.
It has established in-depth school-enterprise cooperation with Taikang Home · Guiyuan and Guangxi Zhenhe Zhen Dazhi Elderly Service Co., Ltd., and has the Putian Health Smart Elderly Service Platform equipped with real-time database, which can carry out teaching of elderly health service management in real situation.
Project/module name | function requirement | Name of main equipment and equipment | remarks |
Diabetes health management | It can simulate diversified scenarios and multi-role interactions. For example, the health management scenario simulation sandbox competition platform can simulate various scenarios such as community health management, and the nutrition and health simulation training platform can simulate the nutrition intervention scenarios under different health conditions | 1. Health management scenario simulation sandbox competition platform 2. Nutrition and health simulation training teaching platform 3. Virtual simulation teaching system for physical therapy |
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Health management of hypertension |
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Health management of coronary heart disease |
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Health management of stroke |
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(2) Teacher qualifications
Full-time faculty members engaged in curriculum instruction must hold a university teaching qualification certificate, possess a master's degree or intermediate-level professional title, and demonstrate dual-competency expertise in human physiology, nursing science, pharmacology, and related fields. They should also master classroom design and teaching methodologies. Part-time instructors from external institutions must hold relevant medical professional certifications, demonstrate practical experience in pharmaceutical or nursing practice, and possess solid nursing skills along with adequate teaching capabilities.
(3) Teaching materials
1. Suggestions on textbook selection or compilation
Recommended textbooks for this course:
Practical Health Management of the Elderly, edited by Yu Haijing, Chu Xiaoyi and Lin Bin, Chemical Industry Press, ISBN: 9787122398390
Practical Geriatric Health Management, edited by Yu Haijing et al., published by Chemical Industry Press in January 2022, is a new loose-leaf textbook for students majoring in health management in higher vocational colleges. The contents include health examination of the elderly and health management of common chronic diseases in the elderly.
The textbook's format complies with Article 31 of China's Vocational Education Law, which stipulates: "The state encourages industry organizations and enterprises to participate in the development of vocational education textbooks. These materials should incorporate new technologies, innovative processes, and progressive concepts, and can be dynamically updated through formats like modular textbooks." In terms of content, it aligns with the teaching requirements of this discipline, embodying a curriculum design philosophy that emphasizes task-driven learning and practical application.
2. Information-based teaching resources
http://www.pmphmooc.com/#/moocDetails?courseID=35922
3. Recommended teaching references:
Informatization of Health Management, edited by Leng Zhiwei and He Guijuan, published by Machinery Industry Press in October 2019
Practical Health Management of the Elderly, edited by Zhu Lin, People's Health Publishing House, September 2022
Other notes
1. This course is suitable for three-year general vocational students majoring in intelligent health and elderly care service and management.
2. According to the development of new technology, this curriculum standard will be revised after 3 years of use.
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